
Author 



Title 



Class L Jilkl3. 

Book H&- -Al... 



Imprint 



it*— a<r«9"i qpo 



HAND BOOK 



FOR 



HIGH SCHOOL TEACHERS 



CONTAINING 



COURSES OF STUDY 



PRESCRIBED FOR THE 



PUBLIC HIGH SCHOOLS 



NORTH CAROLINA 



Office of the Superintendent of Public Instruction, 
Raleigh, December, 1907. 



HIGH SCHOOL TEACHER'S HAND-BOOK 



CONTAINING 



COURSES OF STUDY 



PRESCRIBED FOR THE 



PUBLIC HIGH SCHOOLS 



NORTH CAROLINA 



IN ACCORDANCE WITH SECTION 3, CHAPTER 820, 
PUBLIC LAWS OF 1907, 



SUGGESTIONS TO HIGH SCHOOL TEACHERS. 

PREPARED BY 

N. W. WALKER, 

Professor of Secondary Education in the University of North Carolina 
and Inspector of Public High Schools. 






Office of the Superintendent of Public Instruction, 
Raleigh, December, 1907. 






STATE PUBLIC SCHOOL OFFICIALS. 



STATE BOARD OF EDUCATION : 

R. B. Glenn, Governor, Chairman. 

J. Y. JOYNER, 

Superintendent of Public Instruction, Secretary. 
F. D. Winston, Lieutenant-Governor, Windsor, N. C, 
J. Bryan Grimes, Secretary of State. 
B. R, Lacy, State Treasurer. 

B. F. Dixon, State Auditor. 

R. D. Gilmer, Attorney-General. 

department of public instruction : 

J. Y. Joyner, Superintendent of Public Instruction. 
Allen J. Barwick, Cbief Clerk. 

C. H. Mebane, Special Clerk for Loan Fund, etc. 
Miss Hattie Arrington, Stenographer. 

John Duckett, Superintendent of Colored Normal Schools. 
N. W. Walker, Inspector of Public High Schools. 

state board of examiners : 

J. Y. Joyner, Chairman ex officio. 
A. J. Barwick, Secretary. 
F. L. Stevens, West Raleigh. 
N. W. Walker, Chapel Hill. 
John Graham, Warrenton. 
Z. V. Judd, Raleigh. . 



MAR 16 19( 

D. ot 0. 



INTRODUCTORY LETTER. 



In accordance with section 3, chapter 820, Public Laws of 1907, I 
have prescribed for tbe Public High Schools established under that 
act the following courses of study, carefully prepared by Mr. N. W. 
Walker, who, in accordance with the authority vested in rae, has been 
appointed Inspector of Public High Schools. 

J. Y. JOYNEK, 

Superintendent of Public Instruction. 
Raleigh, N. C, 

December 23, 1907. 



TABLE OF CONTENTS. 



State Public School Officials. 
Introductory Letter. 
Preface. 

Courses of Study : 

Classical Course. 

Latin — Scientific Course. 

Modern Language Course. 

English : 

Course in English. 

History : 

Course in History. 

Mathematics : 

Course in Mathematics. 

Latin and Greek : 

Course in Latin. 
Course in Greek. 

Modern Languages : 

Elementary French Course. 
Elementary German Course. 

Science : 

Course in Science. 

Courses of Study Based Upon the Unit System. 

Music, Drawing, Domestic Science, and Manual Training. 

Helpful Books for the High School Teacher. 

Books for the High School Library. 

Rules and Regulations. 

Public High School Law. 



PREFACE. 



This pamphlet containing the courses of study for the Public 
High Schools and some suggestions to teachers has been prepared at 
the request and under the direction of Superintendent Joyner. 

The courses of study indicate the scope of work to be done, and 
the suggestions call attention to the principal points of attack and 
emphasize the main lines of progress. It is not expected that either 
the courses of study or the suggestions shall be followed so slavishly 
as to rob teacher or principal of all spontaneity and originality. 
Both are intended to be helpful rather than burdensome or ob- 
structive. 

In deciding which course or courses of study he shall adopt, 
whether the Classical Course, the Latin-Scientific Course, the Modern 
Language Course, or a course planned according to the suggestions 
on pages 37-39, the principal must take into consideration the num- 
ber of teachers at his command and their qualifications, the equip- 
ment of his school, the needs and demands of the community, and 
other local conditions. In this matter, as in all other matters per- 
taining to the organization of the high school, the Department of 
Public Instruction and the High School Inspector are always ready 
and willing to offer further suggestions for the guidance of the 
principal and to render him any assistance he may need. 

The term year as used throughout this pamphlet means nine 
school months, or thirty-six weeks, and the courses have been plan- 
ned to cover that period of time. The word term, as, first term, second 
term, means four and one-half school months, or eighteen weeks. 
The figures set opposite the subjects in the courses on pages 7, S, 
and 9, indicate the number of forty-minute recitation periods a 
week in those subjects. In schools where the classes are very small 
the recitation period may, if necessary, be shortened to thirty 
minutes. Whether the periods left open for the first three years 
shall be used or not must be determined by local conditions. Some 
teachers may desire to introduce here studies which they are 
especially well qualified to give ; others may wish to use them to re- 
view certain back work in which the class is deficient ; others still 
may prefer to use them for study periods, or to leave them open 
altogether. 

Some of the better text-books in the several subjects have been 
suggested from which principals may make a choice. Of course 
there are many other excellent texts, but to include a complete list of 
them here was neither practicable nor desirable. 

In the preparation of this pamphlet the following gentlemen have 
rendered valuable assistance : Professor W. D. Toy, who has prepared 
the courses in the modern languages ; Professor M. C. S. Noble, who 
2 



6 

has assisted in preparing the courses in arithmetic and North Carolina 
history ; and Professor E. C. Brooks, who has offered many helpful 
suggestions. Many suggestions have been borrowed from the Uni- 
versity of North Carolina Bulletin, containing suggestions to teach- 
ers. Helpful ideas, too, have been freely taken from many other 
sources. 

It may be well to caution principals against three very common 
errors which are made in many high schools. (1) Do not attempt 
to crowd into one course of study too many subjects. (2) Do not 
put upon teachers more periods of work than they can handle 
thoroughly and well. (3) Do not advance the students from year 
to year until they have been well grounded in the studies pursued, 
and then do not advance them with such inflated grades of scholar- 
ship as 99 or even 95. Few high school students are able to make 
such grades, and to grade them in this manner simply gives them a 
false standard of scholarship and causes them to place too high an 
estimate upon their own ability. To develop in the student such an 
attitude of mind regarding scholarship in general and his own 
ability in particular is indeed very hurtful to him. 

Iu all his work, whether it pertains to organization, administration, 
or actual instruction, the principal must remember that, though 
much is required of him, the impossible is neither expected nor de- 
manded of him. Let him also remember that it behooves him to 
hold up before the community correct ideals of the High School 
and the work it ought to accomplish. 

N. W. W. 



CLASSICAL COURSE. 

First Year. 

1. Arithmetic and Algebra ."> 

2. English History :: 

3. English Grammar, Composition, and Literature ti 

4. Latin 5 

5. Introduction to Science 3 

6. (Open) 3 

Second Year. 

1. Algebra 5 

2. Ancient History to 800 A. D 3 

3. English Grammar, Composition, and Literature 6 

4. Latin 5 

5. Physical Geography 3 

6. (Open) 3 

Third Year. 

1. Algebra and Plane Geometry 5 

2. Mediaeval and Modern History 3 

3. English Composition and Literature 5 

4. Latin 5 

5. Greek 5 

6. (Open) 3 

Fourth Year. 

1. Geometry and Advanced Arithmetic 5 

2. American History and Civics (4) and N. C. History (1) . . . 5 

3. English Composition, Rhetoric, and Literature 5 

4. Latin 5 

5. Greek 5 



LATIN-SCIENTIFIC COURSE. 



First Year. 

1. Arithmetic and Algebra 5 

2. English History 3 

3. English Grammar, Composition, and Literature 6 

4. Latin 5 

5. Introduction to Science 3 

6. (Open) 3 

Second Year. 

1. Algebra 5 

2. Ancient History to 800 A. D 3 

3. English Grammar, Composition, and Literature 6 

4. Latin 5 

5. Physical Geography 3 

6. (Open) * 3 

Third Year. 

1. Algebra and Plane Geometry 5 

2. Mediaeval and Modern History, or a science continued 3 

3. English Composition and Literature 5 

4. Latin 5 

5. French or German 5 

6. (Open) 3 

Fourth Year. 

1. Geometry and Advanced Arithmetic 5 

2. American History and Civics (4) and N. C. History (1) 5 

3. English Composition, Rhetoric, and Literature 5 

4. Latin 4 

5. French or German (continued) 4 

6. Physics or Agriculture 3 

* Some other science may be introduced here, e. g., Elementary Botany, Zoology, or 
Agriculture. 



MODERN LANGUAGE COURSE. 



First Year. 

1. Arithmetic and Algebra 5 

2. English History 3 

3. English Grammar, Composition, and Literature 6 

4. French or German 5 

5. Introduction to Science 3 

6. (Open) 3 

Second Year. 

1. Algebra 5 

2. Ancient History to 800 A. D 3 

3. English Grammar, Composition, and Literature 6 

4. French or German (continued) 5 

5. Physical Geography 3 

6. (Open) 3 

Third Year. 

1. Algebra and Plane Geometry 5 

2. Mediseval and Modern History 3 

3. English Composition and Literature 5 

4. French or German (continued third year) 5 

5. German or French (beginning) 5 

6. (Open) 3 

Fourth Year. 

1. Geometry and Advanced Arithmetic 5 

2. American History and Civics (4) and N. C. History (1).. 5 

3. English Composition, Rhetoric, and Literature 5 

4. French or German (continued fourth year) 5 

5. French or German (continued second year) 5 



ENGLISH. 



It is generally conceded to-day that an intelligent study of the Eng- 
lish language and literature in the high school is, in its pedagogic im- 
portance, second to no study in the high school curriculum. It has at 
once disciplinary and cultural values which make it a most effective 
instrument in the mental and moral development of youth. And yet, 
notwithstanding the pedagogical possibilities in English study, it is so 
handled in many of our schools as to produce results that are, to say 
the least, far from satisfactory. It offers most of the opportunities 
for mental training afforded by the study of any other language, and 
at the same time "introduces the pupil to the literature of his own 
tongue, which must always be the chief source of his own thought, 
inspiration, ideals, aesthetic enjoyment, and must also be the vehicle 
of his communication with his fellow men.*' Hence, English is, or 
should be, broader in its appeal than any other subject of high school 
study. 

There may be several reasons for the nebulous condition of English 
teaching in our secondary schools. The subject is broad, it is true, 
and methods widely differing are in use, but the chief reason for 
unsatisfactory results (excepting, of course, the poor preparation of 
the teacher) lies not so much in the complexity of ways and methods 
as in the lack, on the part of the teacher, of a definite purpose and a 
clear aim. Too often the teacher has in mind only the day's recita- 
tion without seeing its relation to the whole subject under considera- 
tion or understanding how the lesson is going to aid, or can be made 
to aid, in the accomplishment of some larger purpose. 

The teacher must ever bear in mind the two main objects of the 
high school course in English: (1) To cultivate in the pupil an ap- 
preciation of good literature, and (2) to develop in him the power to 
give his own thought clear and correct expression. If the first object 
is attained the student, before leaving the high school, will have 
developed a desire for good reading, will have gained some little 
acquaintance with a few of the easier masterpieces, and will have 
acquired the means of extending that acquaintance. In short, his 
mind will have become receptive to the beauties and truths of a great 
literature. If the second purpose is accomplished, we shall hear less 
complaint from college instructor and business man, both of whom are 
continually lamenting the fact that the high school student entering 
class-room and office lacks the ability to express his ideas in even 
tolerable English. 

The course of study as outlined below includes grammar, composi- 
tion, rhetoric, and literature. 



11 

Grammar. The course in grammar extends through the first two 
years of the high school course. If. however, at the end of that time 
the principal finds that for any reason the pupils are not well 
grounded in the principles of the subject, he should have them to con- 
tinue the study in connection with their work in composition and 
literature. Before leaving the high school the student should be able 
to explain the common grammatical relations of the sentence as 
found in the prose and verse of standard literature. This much is ex- 
pected of him and demanded of him, but it is not expected that time 
shall be wasted on difficult idioms and grammatical puzzles. 

Composition and Rhetoric. Free expression must precede correct 
expression. Therefore, the teacher's first problem in composition 
work is to secure spontaneity in both oral and written discourse. 
The first year's work may well be directed mainly to this end. Fre- 
quent themes should be required, though not necessarily long ones. 
and they should be based very largely on the pupil's daily experience. 

The paragraph is the unit of composition, and one of the best ways 
of learning to write, indeed the only way, is by the paragraph 
method. The student who has learned to write a good paragraph, 
has won the battle in mastering English composition. There is no 
better method of self-discipline than the practice of reading a para- 
graph of good prose and then, with closed book, attempting to repro- 
duce it. Teacher and student alike should remember that, after, 
spontaneity has been secured, the main consideration is accuracy in 
details. 

In marking and grading papers the teacher should only call atten- 
tion to the errors by appropriate marks and leave them for the pupil's 
own investigation and correction. He should have a few simple 
marks to indicate the more common errors. These marks should be 
written in red ink on the margin opposite the line in which the error 
occurs. Errors found to be prevalent or typical should be made the 
subject of special study by the whole class in appropriate recitation. 

A knowledge of rhetoric is of value only as it is related to the study 
of literature and composition. Hence, slavish adherence to a formal 
text-book on this subject must not be tolerated. Rhetoric and com- 
position must not be dissociated. Familiarity with the principles <>( 
rhetoric should lie developed gradually from the material found in 
literature and put into use in composition work by the pupil. 

Literature. The course in literature here outlined represents all 
the more common forms or types of literary art, such as the drama, 
the lyric, the elegy, the epic, the masque, the oration, the character 
sketch, the nineteenth century novel, and the essay. Thus, ample 
room is allowed for the specialized study of these various literary 
types during the last two years of the high school course. 

Teachers are urged to have their pupils memorize both prose and 
verse — not necessarily long selections, but many of the finer pas- 
sages — and in every case to have them reproduce in writing the 



12 

memorized selections with scrupulous attention to details. If the 
practice is kept up of reproducing in written English what has been 
read or memorized, the student will become almost independent of 
grammars and rhetorics. He will have learned English where the 
masters learned it ; that is, at first hand. He will have, moreover, at 
his command many classic gems of thought which will be to him 
a source of pleasure and inspiration as long as he lives. 

In teaching literature it should be remembered always that the con- 
tent is of more importance than the technical analysis. A firm grasp 
of the thought and meaning of the selection is the vital point at issue 
and must precede real literary appreciation. Therefore, frequent 
tests should be made of the pupil's mastery of the thought. Still, 
sight must not be lost of the fact that literature is one of the fine 
arts and quite often the form in which it is cast is of equal impor- 
tance wath the thought itself. 

Encourage free discussion of the selections read and studied. The 
more the students talk about what they read the greater will 
be their desire to read. There is a growing consciousness on the part 
of the adolescent that leads him to shrink from drawing attention to 
himself, particularly in the class-room. Much skill will be required 
of the teacher to counteract this tendency. The student must lose 
himself in the spirit of the selection even as the young child does in 
the fairy tale if the best results are t'o be obtained. 

ADDITIONAL SUGGESTIONS. 

1. Throughout the course instruction should be given in spelling. 
After the first year the teacher may or may not (as the principal 
deems best) use a text-book in this subject. The range of instruction 
should include the proper names in the literature read, the misspelled 
words in compositions, and in general all the words in the pupil's 
vocabulary. 

2. Oral composition should find a prominent place in the English 
work of the high school. Once a week, or at least once every two 
weeks, the teacher should assign subjects or themes to the class to be 
presented orally. In presenting this work the class should observe 
the same principles they are required to observe in the written pre- 
sentation. The theme should be presented in a conversational way, 
the student observing the natural order, the logical sequence, and 
choice of material. Such exercises develop the power of expression and 
logical and continuous thinking. In presenting the composition orally, 
with no aid except a written outline, the student can present much 
more material by bringing in a large number of related details. In 
many ways such composition work is more valuable than the written 
because it gives the student power to use the same training in bis 
other woi*k. 

3. The students should be taught how to use dictionaries, encyclo- 
pedias, and general works of reference. It is true that many of our 



13 

schools are not at present equipped with such works of reference, 
but an effort should be made to supply them as soon as possible, 
and wherever they are found they should be used. 

4. There should certainly be close correlation between English and 
the other subjects in tbe bigh school curriculum. Particularly is this 
true in literature, history, and geography. 

5. Start a bigh school library as early as possible, and encourage 
the students in a systematic use of it. Talk to the classes occasion- 
ally about books they would likely enjoy, and they will be induced to 
read more for themselves. 

6. By all means establish a debating or literary society in connec- 
tion with the school. It will prove to be an educational stimulus not 
only for the school but for the whole community. 

COURSE IN ENGLISH. 

First Year. 

Grammar, Composition, and Literature (6). 

Grammar — -A review of grammar. Especial attention to the analy- 
sis of sentences and the application of the principles of grammar in 
composition. Punctuation, capitalization, and spelling (3). 

Texts Suggested. 

Buebler's A Modern English Grammar (Newson & Co.). 

Smith's Our Language — Grammar (B. P. Johnson). 

Composition — Tbe work in composition during this year should be 
directed mainly to securing spontaneity. No formal text should be 
used. Abundant material for theme work, to supplement that in tbe 
grammar, may be found in the daily experience of the pupils. An 
effort should be made to secure facility and some degree of accuracy 
in both oral and written expression. Attention should be given to 
distinctness of utterance, to pronunciation, inflection, and phrasing, 
and tbe pupil should be helped to overcome common errors of speech. 
But never let too constant attention to these details fetter spon- 
taneity (1 or 2). 

Literature — The primary purpose of teaching literature in tbe first 
year of the high school is to arouse in the pupil a desire for good 
reading. He must be taught what to read and how to read. And, 
too, his power to form vivid mental pictures should be developed. 
The work should not become mechanical nor distasteful, for, in either 
case, the chief end of the course would be defeated. Books of a 
wholesome interest should be selected. The pupil must not look upon 
the work in literature as a task. It can be made and should be made 
a genuine pleasure to him. The following American classics are sug- 
gested. The teacher may add others if time permits. 



14 

For Reading and Study: • 

Longfellow — Tales of a Wayside Inn and Evangeline. 

Irving — The Sketch Booh (at least five selections). 

Cooper — The Spy. 

Whittier — Snowbound. 

Kennedy — Horseshoe Robinson (Univ. Pub. Co.). 

Second Year. 

Grammar, Composition, and Literature (6). 

Grammar — Work as outlined for previous year continued. The 
principal must judge as to the amount of time to be devoted to this 
subject beyond the first year (1, 2, or 3 periods, as the principal 
finds necessary). 

Texts Suggested. 

Same as for previous year. 

Composition — Short themes throughout the year. Develop the 
power to express ideas with simplicity, accuracy, and fullness. Pay 
especial attention to the paragraph as the unit of composition, and 
study its structure with respect to unity, coherence, and emphasis 
(1 or 2 periods, according to time devoted to grammar). 

Texts Suggested. 

Keeler and Adams's High School English (Allyn & Bacon). 

Sykes's Elementary English Composition (Scribner). 

Lewis's First Manual of Composition (Macmillan). 

Maxwell and Smith's Writing in English (American Book Co.). 

Literature — The general purpose in teaching literature in the sec- 
ond year is to increase the pupil's interest in good books, and to 
develop in him the habit and power of accurate thinking and a finer 
feeling for the beauty and truth of literature. He should be taught 
to discriminate and to compare, in a general way, literary types and 
values (2 or 3 periods, according to time devoted to Grammar and 
Composition). 

For Reading and Study: 

Homer — The Odyssey (Some good translation). 
Palgrave's — Golden Treasury (Selections). 
Hawthorne— The House of Seven Gables. 
Cooper — The last of the Mohicans. 
Other Selections if time permits. 

Third Year. 

Composition and Literature (5). 

Composition — Continuation of the work as outlined for the pre- 
vious year. Further study of the paragraph, with special attention 
to the topic sentence, connectives, methods of transition, methods of 
development, and greater insistence upon unity, coherence, and em- 
phasis. Short themes of various literary types. Pay attention to 



15 

the principles of rhetoric, but use no formal text in that subject 
alone (2). 

Texts Suggested. 

Lewis's Second Manual of Composition (Macmillan). 

Lockwood & Emerson's Composition and Rhetoric (Ginn & Co.). 

Brooks & Hubbard's Com posit ion-Rhetoric (American Book Co.). 

Scott & Deuny's Composition-Rhetoric (Allyn & Bacon). 

Literature — Stimulate a finer feeling for literary types and values. 
Continue the work as outlined for the preceding year. Pay some atten- 
tion to literary history, but use no formal text in that subject. De- 
velop insight and breadth of view, and show the application of the 
lessons of literature to the problems of life (3). 

For Study and Practice: 
Shakespeare's Julius Ccesar. 
Webster's First Bunker Hill Oration. 

For Reading: 

Irving — The Life of Goldsmith. 

Coleridge — The Rime of the Ancient Mariner. 

Lowell — The Vision of Sir Launfal. 

Eliot — Silas Marnrr. 

Fourth Year. 

Composition, Rhetoric, and Literature (5). 

Composition and Rhctric — Continue the work as outlined for the 
preceding year. Do not dissociate the work in composition and 
rhetoric from that in literature. Develop the power to reason soundly 
and to read critically. Demand more of the pupil in the way of 
argumentation, exposition, and description than in the preceding 
years. A review of the principle of unity, coherence, and emphasis 
in sentences, paragraphs, and compositions (3). 

Texts Suggested. 

Same as for preceding year, and — 

Carpenter's Rhetoric and English Composition (Macmillan). 

Scott & Denny's Composition-Literature (Allyn & Bacon). 

Spalding's Principles of Rhetoric (Heath). 

Literature — Continue along the lines suggested for the previous 
year. Teach the student to work from a definite outline. 

For Study and Practice: 

Macaulay's Essay on Addison and The Life of Johnson. 
Milton's L' Allegro, II Penseroso, Com us and Lycidas. 

For Reading: 

Shakespeare — The Merchant of Venice and Macbeth. 

Addison— The Sir Roger de Coverley Papers. 

Scott — Ivanhoe. 

Tennyson — Oareth and Lynette, Lancelot and Elaine, The Passing 
of Arthur. 



HISTORY. 

It is in history that the young first learn to regard the present as 
the last attained stage of a mighty evolution, and thereby acquire 
reverence for the vicarious sacrifices of the past, regard for the civil 
liberties of the present, and a sense of responsibility for the civil 
welfare of coming generations. — De Garmo. 



History is still taught in some of our schools as if the acquiring of 
a vast number of isolated facts by the student were the sole object 
in view. A knowledge of the important truths of history is necessary, 
for history study is indeed a search for truth, but merely to put the 
student in possession of a body of useful facts is no longer the only 
purpose or the chief purpose of history teaching. "History properly 
taught offers the first opportunity for a growth of discriminative 
judgment," says an eminent teacher, and "through history a child 
should be taught to exercise those qualities of common-sense com- 
parison, and plain every-day judgment which he needs for the conduct 
of his own life." To borrow again from Dr. De Garmo, a proper 
study of history develops the "judgment respecting the civil affairs 
of men," "engenders a spirit of toleration," trains the student to "ex- 
ercise the reconstructive imagination," and assists him "to develop 
his permanent attitude towards political liberty and self-govern- 
ment." 

There has been a marked change in history study in secondary 
schools since the publication of the Report of the Committee of Ten, 
and the change is still going on. Dry text-book instruction is fast 
yielding place to more rational methods, and one of the results has 
been to invest the whole subject with a more vital and more whole- 
some interest. It is now recognized that history can be assimilated 
only through the imagination, and a conscious effort is made, there- 
fore, to assist the imagination by a proper use of historical fiction, 
and source material, of maps, pictures and art, by a use of the 
stereopticon and in other ways. In short the appeal is no longer 
made mainly to the memory, but through the imagination to the 
understanding. Not many of our rural schools are equipped with 
'helps' here mentioned, but they can at least make use of such 
material as they have, and they can make an effort to get more. 

Much poor history teaching has been due to a popular belief that 
just anybody can teach history, since it is only necessary to read ahead 
of the class in order to be able to ask the class a few questions 
anyway. There are still some teachers in the class-room who, if they 
do not hold to this belief, certainly follow this practice. No intelli- 
gent teacher of history can afford to rely for his information solely 



17 

upon the text used by the class. The teacher of history should so 
equip himself for his work that he can view historical happenings in 
their proper perspective, and see the course of history as a continuous 
stream or else he will not be able to develop in his students the 
power to do so. Without this equipment he will be hopelessly at sea 
when he attempts to trace an historic event through cause, course, 
and result, and unless he can do this, he will too often minimize the 
important and magnify the unessential. "All good teaching must 
flow from copious knowledge. The shallow fountain cannot emit 
a vigorous stream." In addition to reading the standard historians, 
every teacher of history should read and study the Report of the 
Committee of Seven, (Macmillan), the Report of the Committee of 
Ten. pp. 162-203, (American Book Co.), and De Garmo's Principles 
of Secondary Education, pp. 146-153, Vol. I, (Macmillan). 

English. History. Next to American history that of greatest in- 
terest to us is the history of England. The two nations have a com- 
mon ancestry, and, hence, a common source of inspiration and in- 
stitutional ideas. Through a knowledge of the main facts of English 
history a better understanding of our own is made possible. Indeed, 
without a fair comprehension of the growth and influence of English 
institutions a complete knowledge of our own is impossible, because 
their roots are deep-set in English soil. It is not to be inferred, how- 
ever, that the only reason for studying this subject is because of the 
light a knowledge of it throws upon American history. It is 
eminently important of itself. 

It is recommended that a chronological narrative of English history 
be studied first, and then each period be studied and re- 
examined by topics. Those topics of primary importance like Parlia- 
ment, the introduction and growth of Christianity, the development of 
manufacturing and commerce, the growth of naval power, popular 
customs and habits of life, should be carefully reviewed and the re- 
sults of all investigations recorded in neatly kept note-books. By 
this method the changes in the habits of life and of thought of the 
England of to-day may be readily compared with those of the past. 
The note-books, if preserved, will be found valuable to the class wher, 
it comes to a study of our own history. 

The teacher will find the following books to be very helpful to him- 
self and his class: Green's A Short History of the English People, 
McCarthy's A Short History of Our Own Times. Kendall's A Source 
Book of English History, and Moran's English Government. 

Ancient History. Do not attempt to crowd into the study of this 
period too many names and dates and unessential details. Try rather 
to give an understanding of the main lines along which these nations 
(Greek, Hebrew, and Roman), progressed and the ideas for which they 
stood in social, religious, political, and industrial life. They have 
contributed much to give modern society its present form and ideals. 
For instance, the three main corner-stones of modern societv were con- 



18 

tributed by the ancient nations, namely, the Hebrew religion, Greek 
culture, and Roman law. Of course attention must be given to the 
leading men of the different countries and periods and an attempt 
made to show their influence upon national life and thought. 

Mediceval and Modern History. '"The study of mediaeval history 
in the high school presents peculiar difficulties. Historically con- 
sidered, the Middle Ages lie farther from modern life than the age 
of the Autonies or the age of Pericles. Both teacher and student 
find little in present day life which can be used to make clear the 
life of the Middle Ages. In the United States the church and the 
university are the only great medieval institutions which have 
survived, and these are so different in their present condition that we 
get only a poor illustration of their place in mediaeval times. * * * 

"It is well to make clear how feudalism made national life almost 
impossible, in the Middle Ages, and how, in the absence of the print- 
ing press and of means of rapid communication, national feeling 
grew slowly in a people scattered over great areas." 

Some of the topics of primary importance that must be made to 
stand out clear in the minds of the pupils are the general breaking 
up of governments and society, the growth of feudalism and its blight- 
ing influence, the activity of the Christian fathers and the battles 
and growth of the church, chivalry and the crusades, and finally the 
welding of warring factions into distinct nationalities — the re- 
crystalization of social and political life. 

"In passing from the Middle Ages to modern life the student must 
not only keep in mind the great events which marked the transition, 
but also the change in ideas and movements which accompanied the 
transition. Such a view will show the student that the ending of 
one period and the beginning of another cannot be accurately marked 
by a date, but that the germs of the new period are in the old." 

The Reformation and its influence upon religious, political, and 
industrial life constitute the one big topic of this period, for even 
such events as the American and the French revolution are but the 
flowering out of seeds long- since sown in this great upheaval. 

The teacher of Ancient, Mediaeval, and Modern history should try 
to secure for the use of himself and of his class such works as Smith's 
General History of Greece, Gibbon's Decline and Fall of the Roman 
Empire, Gayley's Classic Myths, and Hallam's History of the Middle 
A yes. 

American History. When the student takes up the study of Ameri- 
can history in the last year of the high school course he has reached 
the stage in his mental development where he can see that our present 
social and political conditions are but the outgrowth of previous con- 
ditions ; that states, like human beings, are living organisms ; that 
they are born, grow into strength and influence, and decay ; that 
society is not static but highly dynamic ; and that the political and 
social seeds which we sow to-day will bear fruit to-morrow, and that, 



19 

therefore, the welfare and guidance of the next generation are to 
some extent in the hands of the citizen of to-day, and that he will 
be held accountable for their transmission from this generation to the 
next. Unless the student comes to view his country's history and its 
future in this light, his training in history will be largely in vain. 

The general suggestions given with regard to teaching the history 
of other countries and other periods hold here as well. The text- 
books recommended emphasize the essentials of American history so 
well that further direction at this point is not deemed necessary. 

Civics. It seems odd that the public schools, established and main- 
tained as they are for the training of future citizens, should have 
paid until recently so little attention to this important branch of 
study. Without some knowledge of civics the student certainly is not 
equipped for the highest citizenship. Every citizen ought to under- 
stand the underlying principles of his own government and form 
some acquaintance with the workings of these principles in practical 
affairs. 

In our public schools civil government is introduced at two places ; 
first in the intermediate grades and again in the last year of the high 
school. It is this last year's work which concerns us here. It will be 
noted that civics is not recommended as a separate study at this 
place. A separate text may be used by the class, but the work should 
be so closely correlated with the work in American history that each 
subject may supplement the other. Constant reference to parallels 
and divergences in foreign politics may be interesting and helpful, 
but the course must center particularly about our owu government 
and its institutions. 

state History. Considerable attention is paid to this subject in 
our intermediate grades, but it is hardly possible for the student to 
get there a view of our history as a continuous narrative. The facts 
he gets before reaching the high school are fragmentary and isolated. 
These facts must be assimilated and correlated and supplemented by 
further study. In the high school is the place to do this. The limited 
time, however, devoted to North Carolina history forbids an elabor- 
ate study of the subject. It is recommended, therefore, that the class 
study for a few weeks some short, interesting narrative of the State's 
history* in order to get its main outlines firmly fixed in mind, and 
then devote the remainder of the year to a careful study of certain 
topics.f Special emphasis should be laid upon such events, their 
causes, course, and results, as bear upon our national history. By 
a careful study, for instance, of the causes and results of the battles 
of Moore's Creek, Elizabethtown, Ramsour's Mill, Charlotte, and 
Guilford Court House much may be learned of the character of our 



* For this purpose Connor's The Story of the Old North State (Lippencott) and Alder- 
man's A Brief History of North Carolina (Ginn & Co.) are recommended. 

I Write to Mr. R. D. W. Connor, Secretary of the North Carolina Historical Commis- 
sion, Raleigh, N. C, for History Leaflets which will serve as aids in this work. 



20 

forefathers, and the habits of thought in our State to-day be more 
easily accounted for. Still more light will be thrown on this subject 
by studying the quarrels between the people and the early governors, 
such as those in Albemarle, the quarrel between the Assembly at 
New Bern and Governor Martin, the rejection aud final adoption of 
the Federal Constitution, the making of the Constitution of 1835, 
and the two secession conventions. An effort should be made to give 
a brief and succinct account of the beginning and development of our 
educational system and of our manufacturing interests. 

The character of this work must, of course, depend upon the 
teacher who is to aid the pupil in bringing out of the texts and re- 
ference books a great deal more than has been suggested here.* 

COURSE IN HISTORY. 
First Year. 

English History (3). 

Texts Suggested. 
Montgomery's Leading Facts of English History. (Giun & Co.) 
Higginson & Channing's English History for Americans. (Long- 
mans.) 

Coman & Kendall's A Short History of England. (Macmillan.) 
Tappan's England's Story. (Houghton, Mifflin & Co.) 

Second Year. 

Ancient History to S00 A. D. (3). 

Texts Suggested. 
Botsford's Ancient History for Beginners. (Macmillan.) 
West's Ancient World. (Allyn & Bacon.) 
Myers's General History. (Giun & Co.) 
Morey's Outlines of Ancient History. (American Book Co.) 

Third Year. 

Mediaeval and Modern European History (3). 

Texts Suggested. 

Myers's General History. (Ginn & Co.) 

Harding's Essentials in Mediceval and Modern History. (American 
Book Co.) 

Bourne's Mediaeval and Modern History. (Lougmans.) 



* Every teacher is urged to try to secure for the school library such old books as 
Wheeler's History, Wiley's North Carolina Readers, Caruthers's The Old North State, 
Foote's Sketches, Hawks's History of North Carolina, Moore's Library History of North 
Carolina, and such other books as bear upon State History. Of course a set of the Colo- 
nial and State Records would be a most valuable addition to any library for both teacher 
and student. The History of North Carolina, 2 Vols., by Captain S. A. Ashe will be found 
indispensable. This should be procured first as it is the only up-to-date library history 
of the State. 



21 

Fourth Year. 

American History and Civics (4) ; North Carolina History (1). 

Wherever there is a good library in connection with the school it 
is recommended that a good deal of the work during this year be 
devoted to the consideration of special topics in both State and 
National history. These topics should be assigned by the principal as 
a part of a carefully planned course. The students should make their 
investigations carefully and as thoroughly as the library facilities 
will admit of. Every student should keep a note-book in which to 
record accurately and neatly all his investigations and reports. 

Texts Suggested. 

Hart's Essentials in American History. (American Book Co.) 
Adams & Trent's History of the United States. (Allyn & Bacon.) 
Johnson's High School History of the United States. (Holt.) 
Schwinn & Stevenson's Civil Government. (Lippincott.) 
James & Sanford's Government in State and Nation. (Scribner. ) 



MATHEMATICS. 



He who has not known mathematics and its results in natural 
science has died without knowing what truth is. — Shellbach. 



The teacher of mathematics has greater opportunity for training the 
minds of his pupils to logical methods of thought and precision of 
statement than the teacher of any other subject in the high school 
curriculum. "This subject is preeminent in its power to train the 
mind in form and number to exact and progressive thinking, to 
adequacy of conception and precision of expression. * * * 
Mathematics, moreover, helps to quicken the scientific conscience by 
making the student unsatisfied with inaccurate and inadequate know- 
ledge, and with expression that lacks precision or apprehension that 
does not arrive at full comprehension."* 

This is true because mathematics is one of the exact sciences. 
The truth and validity of its laws are universal and invariable, and 
all its principles are capable of exact demonstration. Through a 
proper study of the subject the student's enthusiasm for what is 
universally true is aroused. "Here, in the first place, is knowledge of 
whose certitude there can be no question, which is not subject to the 
caprice, opinion, or volition of men. Here there is no authority but 
that of truth itself. Certainly in the realm of mathematics the favor- 
ite aphorism of Lucretia Mott holds with unquestioned force, 'Truth 
for authority ; not authority for truth.' Mathematics has to do, not 
with memorized and transmitted traditions, or with superstitions and 
beliefs hoary with age, it may be, but with a system of demonstrable 
propositions developing from a few self-evident truths that appeal 
to the understanding with a directness and convincing certainty found 
nowhere else. * * * 

"Next after certitude in educational importance we may perhaps 
reckon the progressive nature of algebra and geometry, indeed of 
mathematics as a whole. Starting from the most elementary stages 
of mathematical insight, each of these subjects, the one in the realm 
of time, the other in that of space, proceeds in unbroken order 
to ever higher generalizations, which assume manifold relations to 
each other, and which in turn lay the foundations for still further 
advancement. There is consequently a never-ending series of defi- 
nitions, principles, combinations and demonstrations that reward 
the mind for its past efforts and stimulates it to ever renewed ex- 
ertions."* 

So much for the content and educational value of mathematics in 
general. The full course, as outlined for the public schools of 



*De Garmo, Principles of Secondary Education. 



23 

North Carolina, covers four years' work and includes Arithmetic, 
Algebra, and Geometry. 

Arithmetic. It has been said that the art of arithmetic is the most 
important art of civilized life. This statement is based upon the 
fact that a knowledge of arithmetic is essential in all civilized life 
because of its universal use in store, bank, and factory, as well as on 
the farm, and in every department of labor where accounts are kept 
and profits reckoned. 

The teacher should always insist upon accuracy of work first, neat- 
ness next, and then rapidity. From time to time he should have 
special drills in the fundamental processes which are of such con- 
stant use' in practical work. Let the teacher ever remember to stress 
the principles of arithmetic and not its puzzles. Much attention 
should be given to oral work. There is an abundance of material 
in all of the books recommended that may be adapted to this purpose. 
Or the principal may, if he thinks best, make use of some "mental 
arithmetic" for this purpose, such as Colburn's or Milne's. In all 
work, whether it be written or oral, remember that inadequate con- 
ception means inaccurate statement, and that sloven habits of ex- 
pression are due to careless habits of thought. To improve either 
method of thought or habit of expression both must be taken into 
consideration. The opportunity to improve both is afforded the 
teacher of arithmetic. 

Algebra. The course in algebra extends over two and one-half 
years' work, beginning with the second term of the first year and 
continuing throughout the third year. It will be noted that no 
elementary text-book is recommended to precede the usual high school 
algebra, for it is believed that better results can be obtained by using 
a single volume. The time that might be spent on the elementary 
book can be used to better advantage on arithmetic and such 
algebraic methods as may be introduced into the arithmetic work 
without placing a formal text in algebra into the hands of the 
pupils. 

Geometry. All real advancement in the science of mathematics 
depends not upon memory but upon progressive insight into mathemat- 
ical principles. In no branch of elementary mathematics is this 
fact more strikingly manifested than in the study of geometry. The 
student beginning this subject is entering upon a study that seems 
to him quite different in its content from any he has previously met. 
In his attempt to overcome the initial difficulties he is more than 
apt to resort to the expediency of memorizing the demonstrations 
without getting a genuine insight into the underlying principles. And 
this habit of memorizing once formed is hard to break, particularly 
is this true with the student of geometry. Here is a point the 
teacher must guard and guard well. 



24 

COURSE IN MATHEMATICS. 
First Year. 

A careful study of all the review and supplementary exercises in 
Colaw & Elwood's Advanced Arithmetic, including those parts of the 
book which involve algebra and geometry. A review of such other 
parts as may seem necessary (5 periods a week during the First 
Term and 2 periods a week during the Second Term). Algebra be- 
gun in Second Term (3 periods a week). 

Texts Suggested. 
Colaw & Ell wood's Advanced Arithmetic. (B. F. Johnson Pub. Co.) 
Wentworth's New School Algebra. (Ginn & Co.) 
Milne's High School Algebra. (American Book Co.) 
Taylor's Elements of Algebra. (Allyn & Bacon.) 
Well's Algebra for Secondary Schools — Pocket Edition. (Heath.) 

Second Year. 
Algebra (5). 

Tenets Suggested. 

Same as for first year. 

Third Year. 

Algebra completed (5 periods a week during First Term and 2 
periods a week during Second Term). 

Geometry begun (3 periods a week during Second Term). 

Teats Suggested. 
Algebra — same as for second year. 

Wentworth's Plane awd Solid Geometry. (Ginn & Co.) 
Well's Essentials of Plane and Solid Geometry. (Heath.) 
Milne's Plane and Solid Geometry. (American Book Co.) 

Fourth Year. 

Plane and Solid Geometry completed (First Term 5 periods a 
week, and Second Term 3 periods a week). 

A study of some good higher arithmetic, reviewing such topics 
and principles as may seem necessary (2 periods a week during the 
Second Term). 

Texts Suggested. 

Beman & Smith's Higher Arithmetic. (Ginn & Co.) 

Milne's Progressive Complete Arithmetic. (American Book Co.) 

Wells's Academic Arithmetic. (Heath.) 



LATIN AND GREEK. 



He who knows not the Ancients has lived 
without knowing what beauty is. Hegel. 



In teaching the ancient languages three lines of work are to be 
carried on simultaneously: (1) inflection and derivation, (2) syntax, 
(3) interpretation and translation. While these three lines should 
at no time become separated, yet during the first year of the study 
the first-named should receive greater attention than either of the 
others. And along with this should be emphasized the acquirement 
of an adequate vocabulary. Success in the third line will depend 
upon success in the other two. If the work of the first two years 
is faithfully and adequately done, the student should have little dif- 
ficulty thereafter in his study of Latin and Greek. 

LATIN. 

Suggestions to teachers of Latin in the high school may well em- 
phasize features of the work known to be good and may also present 
others which, it seems, will be fortunate additions to the methods 
usually followed with beginners. And emphasis should first be given 
to the necessity for an exact and facile knowledge of the declensions 
and conjugations and the more frequent recurring uses of the cases, 
moods and tenses. The student may not hope to read the language 
with ease and quickness of understanding until he is master of the 
forms and the various meanings which these forms have. As soon 
as the word is before the eye, the mind should know the case, mood 
or tense and all its possible uses. And exactness should be the aim, 
as well as quickness. In certain studies it would be an error to mis- 
take a brick for a piece of quartz. But it is not less an error to con- 
fuse two case forms or two uses of a mood or tense. Exactness in 
observing forms and facility for determining their meaning are es- 
sentials for successful work in Latin. This mastery of the language 
and this exactness of habit cannot be secured without effort. There 
is no easy method of learning Latin and there never will be. He 
alone will be able to read with facility who, in the beginning, has been 
taught exactly and carefully the forms of the language and their 
use in syntax. No method which attains that end can be old- 
fashioned. 

Correct habits of pronunciation should be secured with the be- 
ginner. If the proper sounds are used in learning the paradigms, 
if the accent be rightly placed at this time, the habit will be fol- 



26 

lowed. And differences in quantity should also be observed. The 
long vowels are not the same or even similar to the short; they are 
different letters. Hence the teacher should insist that twice as much 
time be taken for the long as, for the short. In reading the hexa- 
meter verse also, there can be no success unless the difference be- 
tween long and short is carefully observed. The Roman method of 
pronunciation should always be used. 

There is another difficulty which should be carefully presented to 
the beginner. This is the arrangement of words. The Latin is more 
elastic than the English and admits of greater variety in the position 
of the elements of the sentence. But the Latin order is rational, 
and presents the thought often in the best possible way. Hence all 
successfid reading must be done in the order of the original. In no 
other way can it become facile. Let the student understand the 
sentence as it stands, reading it by its thought in units and without 
transposition or any disarrangement of the order. When all the 
thoughts are thus understood, they may then be restated in simple 
English. This method is successfully taught by reading aloud easy 
sentences, presenting but one thought at a time and allowing the 
student to see the meaning in the order of the original. And if all 
the thought is clear to him without the necessity of translation, the 
method is most highly successful. 

And after the reading of continuous narrative has begun, atten- 
tion should be given to translation at sight. By this method the 
student is given greater facility in recognizing the forms, the syntax 
of words, and finally the meaning of the sentence. The student 
should also be taught to detect the meaning of a word from its 
position in the sentence, from association of similarity to an English 
derivative. This will aid him in mastering the small vocabulary 
necessary to easy reading. 

Practice in prose composition should be begun as soon as the 
simplest principles of grammar have been mastered, and continued 
throughout the period of preparation. This is the best possible drill 
in the forms and syntax of a language. It is also a decided aid to 
the acquiring of a reading vocabulary. It is well, too, to have the 
student put into Latin passages which he has translated into English 
from Caesar or from the reading book used in substitution for 
Caesar. 

Finally, the study of Latin should always be associated with the 
lives of the people who spoke it. Emphasis should be given to his- 
tory, geography, manners, and customs, and, in general, the great 
contributions made by Rome to civilization. 



27 

COURSE IN LATIN. 

First Year. 

Beginner's Latin (5 periods a week). 

Texts Suggested. 

Collar & Daniell's First Year Latin. (Ginn & Co.) 
Pearson's Esseiitials of Latin. (American Book Co.) 
Gunnison & Harley's First Year of Latin. (Silver.) 
Inglis & Prettyinan's First Book in Latin. (Macmillan.) 
Bennett's Foundations of Latin. (Allyn & Bacon.) 

Second Year. 

First Latin book reviewed and some introductory book to Caesar 
read (5 periods a week, First Term). 

Csesar begun. Second Term, 2nd and 3rd Books of the Gallic war 
read (5 periods a week, Second Term). 

Texts Suggested. 

(For introductory books to Csesar). 

Ritchie's Faoulce Fadles, (Longmans.) 

Scudder's Gradatim. (Allyn & Bacon.) 

If the teacher wishes to substitute a single book for both intro- 
ductory book and Csesar, the following are recommended: 

Rolfe & Dennison's Junior Latin Boole. (Allyn & Bacon.) 

Greenough, D'Ooge & Daniell's Second Year Latin. (Ginn & Co.) 

Third Year. 

Cresar, Books 1 and 4, or equivalent, Conjposition, and Grammar 
(5 periods a week, First Term) ; Cicero, 4 orations against Cataline, 
Composition and Grammar ( 5 periods a week, Second Term). 

Texts Suggested. 

(a) Grammar: 

Bennett's Latin Grammar. (Allyn & Bacon.) 
Gildersleeve-Lodge's Latin Grammar — School Ed. (Heath.) 

(b) Composition: 

Abbott's First Latin Writer. (American Book Co.) 
Gildersleeve-Lodge's Latin Com position. (Heath.) 
Barss' Writing Latin — Book T-wo. (Heath.) 

Fourth Year. 

Vergil's Aeneid, G Books. Composition and Grammar (5 periods a 
week during the yen r ) . 

Texts Suggested. 

Same as for previous year. » 

GREEK. 

When a student leaves the high school, he is expected to know 
the grammatical forms of nouns, adjectives, pronouns, and verbs; 
the leading principles of syntax ; to have acquired a reasonably good 



28 

vocabulary of Greek words ; to be able to read ordinary Greek witb 
some readiness, and to turn simple English sentences into Greek. 
This is not very much, but one who knows this ought to have little 
trouble in his further study of Greek. 

It is of greatest importance that the beginner should at once 
become familiar with the appearance and sounds of Greek words. 
He should, therefore, have constant practice in pronunciation from 
the very start. Time will be saved by devoting a large part of the 
earlier recitations to pronunciation. Most of the supposed dif- 
ficulty in Greek is due to the learner's uncertainty about the pro- 
nunciation of Greek words. Practice will remove this difficulty. 

In all things, accuracy should be insisted upon. Frequent reviews 
are necessary. Everything about a language cannot be taught in con- 
nection with any one lesson. A few things should be prepared with 
special care each day or week. In this way, all of the more im- 
portant principles can be covered in a short time, and applied to the 
text read. 

The verb is supposed to be hard to learn. Perhaps it is hard. But 
there is almost no form of the verb that does not bear on its face 
signs of what it is and where it is. Students should be taught to 
observe these signs. Themes, tense suffixes, mood-signs, personal 
endings, augment, reduplication, etc., ought to be understood perfectly. 
The student can easily be trained to locate at sight almost any form 
of the verb. 

The introductory books contain enough exercises for preparatory 
instruction in prose composition. It is a good plan to have the class 
turn back into Greek the translation which they have made of their 
reading lesson. 

The absolute mastery of a small vocabulary is necessary in any 
language. Two or three hundred of the commonest words can be 
selected and committed to memory. Students get into the habit of 
looking up the meaning of words which they already know. All of 
the commonest words occur so often that there is no reason for not 
recognizing them. For example, Xenophon uses more than ten times 
in the three books of the Anabasis ninety-four verbs, sixty-two nouns 
and twenty-six adjectives, — to say nothing of the pronouns, prepo- 
sitions, conjunctions, and common adverbs. All of these can be 
thoroughly learned in a few weeks, or in a few years. It is just as 
easy to learn them in a few weeks, and considerably better. Some 
practice in reading easy Greek at sight will strengthen the student's 
vocabulary. The New Testament (Wescott and Hort's edition) is 
excellent, for use in sight reading. 

Students should be taught to translate each word in the order in 
which it stands in the Greek sentence. This is essential to progress, 
and is the natural way to arrive at the true meaning. In recitation, 
the translation should, of course, be given in the best English. 



29 

COURSE IN GREEK. 

First Year. 

Beginner's Greek (5 periods a week during the year). 

Texts Suggested. 

White's First Greek Book. (Ginn & Co.) 

Ball's The Elements of Greek. (Macinillan.) 

Benner and Smyth's Beginner's Greek. (American Book Co.) 

Any of these books contains everything that teacher and student 
will need to consider during the first year of Greek. 

Second Year. 
Grammar, Composition, and 4 Books of the Anabasis. (5). 

Texts Suggested. 
Babbitt's Greek Gram mar. (American Book Co.) 
Hadley- Allen's Greek Grammar. (American Book Co.) 
Goodwin's Greek Grammar. (Ginn & Co.). 



MODERN LANGUAGES. 



The languages selected in this group are French and German. In 
each the suggested high-school course extends over two years and 
coincides with the "Elementary Course" outlined by the Committee* 
of Twelve of the Modern Language Association of America. 

At the end of this elementary course the pupil will be expected 
to read at sight easy prose, to put correctly into the foreigu lan- 
guage short English sentences based upon the passage assigned for 
translation, and to answer questions on the ordinary forms and con- 
structions of the language under consideration. 

The method of instruction explained below will provide linguistic 
training as a matter of mental discipline and lay a good foundation 
for wider reading or for other uses of the foreign language ; in- 
cidentally it will fit the pupil to satisfy the collegef entrance re- 
quirement. Althougb some pupils might under favorable circum- 
stances complete the elementary course in less than two years, teach- 
ers are strongly advised to insist upon the longer period, in order 
to be sure that the work is done thoroughly. There should be short 
lessons with constant oral practice and frequent reviews. Satisfac- 
tory instruction in language must proceed slowly enough to allow 
time for digesting the material. Subsequent progress will be all the 
more rapid, if the foundation be well laid. 

There should be at least four recitations per week duringt each of 
the two years. At each recitation there should be a short oral ex- 
ercise and once a week an exercise in dictation. The oral exercise 
need not be an attempt at conversation, but may consist in the use 
of sentences taken from the grammar. The value of drill in regular 
conversation is very great, especially at the beginning of the course; 
but unless the teacher speaks the language fluently, no such attempt 
should be made. In any case the material used for the oral practice 
should be carefully prepared by the teacher in advance. 

Pronunciation. Correct pronunciation is to be taught at the begin- 
ning of the course. Bad habits of pronunciation once acquired are 

* Report of the Committee of Twelve, Boston, D. C. Heath & Co.; 16 cents. This 
report treats in full all questions relating- to the teaching- of the modern languages in 
- the schools, and outlines three courses of instruction: the elementary, the intermediate, 
and the advanced, for the use of schools throughout the United States. 

t It cannot be too often repeated that the high-school course is not mainly a prepara- 
tion for entrance to college. But it is equally true that this course ought to give to 
those pupils who intend to enter college the training necessary to satisfy the entrance 
requirement. The course suggested here in French and German will do this. Pupils 
intending to enter college should by all means get their elementary instruction in these 
languages at school. Such instruction can be given there more satisfactorily than in the 
colleges or universities, where the classes are larger and the time allotted to this study 
is more limited. 

X Much better results may be obtained by having five recitation periods per week, 
especially during the first year. 



31 

difficult to correct, but by patience and care on the part of the 
teacher the pupil may form good habits, and it is generally true that 
the correct pronunciation is just as easy for the organs of speech of 
our American pupils as the faulty pronunciation. The failure 
usually results from lack of attention. The first condition of suc- 
cess is that the teacher himself be thoroughly competent. 

At the beginning it will be well to explain clearly the value of the 
sounds, taking only a few at a time and occasionally explaining the 
action of the organs of speech in the production of a given sound. 
The pupils may then be taught to imitate accurately the sounds ut- 
tered by the teacher. There should be throughout the course con- 
stant practice in using the foreign language in order to save the 
pupil from morbid dread of uttering a sound for fear of pronouncing 
it badly. It must be remembered that although a correct pronuncia- 
tion without real command of the language is useless, a faulty 
pronunciation is always a blemish. 

Grammar. The first lessons in grammar ought to be short, so as 
to allow time for abundant oral practice on the inflections. It is not 
well to learn the inflections mainly by recitation of paradigms, but 
rather by the oral practice to acquire an instinctive acquaintance 
with the meaning of the forms. The grammar is to be regarded 
merely as an orderly explanation of the language. It is not to be 
studied independently ; but it must be learned. The ability to trans- 
late correctly depends upon accurate knowledge of the grammatical 
forms and the general habits of the language. 

Reading. The translation into English may be begun as soon as 
the class has studied the verb, and be carried on in connection with 
the study of the grammar. During the first year some teachers may 
prefer to use a Reader graded with respect to difficulty. Connected 
texts rnay then be taken up in the second year. In all cases the 
pupils should read aloud in the foreign language and then- trans- 
late into good, idiomatic English, giving the exact meaning of the 
original. Accurate translation depends upon definite principles, not 
upon subjective notions based on a hurried glance at the words. 
It is this reliable method of translation that is to be taught. The 
main difficulty in rendering a given passage correctly is frequently 
not a matter of vocabulary, but of the relation of the individual 
words and clauses to each other. This is especially true in the case 
of German. 

During the second year it will be well to have regular practice in 
reading at sight, with material that the pupil can readily under- 
stand. By this exercise the pupil learns to depend upon his own 
stock of information and to make legitimate inferences about the 
meaning of words. As his acquaintance with the language grows, 
he should be encouraged to read easy passages in the original without 
translation. 



32 

Writing of exercises. The grammars usually contain a sufficient 
number of exercises for translation into the foreign language. In 
writing the exercises the pupil ought first to learn well the model 
sentences given in the accompanying exercises in French or German, 
and then make his own sentences according to the model. Here as 
elsewhere the guiding principle should be to keep in sympathy as 
much as possible with the actual language as used by the people who 
speak it and not to trust to mere theories or to chance suggestions. 

In the case of German the question arises as to whether the pupil 
should learn to use the German script. It is not a matter of great 
importance. If the teacher has time, he is advised to teach the use 
of the script. It is used by the Germans in their correspondence 
and acquaintance with it is sometimes of value. 

Below is added for the guidance of teachers the outline of the two 
years' elementary course in French and German suggested by the 
Committee of the Modern Language Association for the Schools of 
the United States. If any teachers should find the amounts of read- 
ing suggested too long to be accomplished thoroughly in the time 
assigned, it will be well to adopt smaller minimum amounts as fol- 
lows : for French, first year, 100 pages, 12mo ; second year. 200 pages, 
12mo. For German, first year. 50 pages, 12mo ; second year, 150 
pages, 12mo. 

THE ELEMENTARY COURSE IN FRENCH. 

First Year. 

During the first year the work should comprise: (1) Careful drill 
in pronunciation; (2) the rudiments of grammar, including the in- 
flection of the regular and the more common irregular verbs, the 
plural of nouns, the inflection of adjectives, participles, and pro- 
nouns ; the use of personal pronouns, common adverbs, prepositions, 
and conjunctions, the order of words in the sentence, and the elemen- 
tary rules of syntax; (3) abundant easy exercises, designed not 
only to fix in the memory the forms and principles of grammar, but 
also to cultivate readiness in the reproduction of natural forms of 
expression ; (4) the reading of from 100 to 175 duodecimo pages of 
graduated texts, with constant practice in translating into French 
easy variations of the sentences read (the teacher giving the Eng- 
lish) and in reproducing from memory sentences previously read; 
(5) writing French from dictation. 

Second Year. 

During the second year the work should comprise : ( 1 ) The read- 
ing of from 250 to 400 pages of easy modern prose in the form of 
stories, plays, or historical, or biographical sketches; (2) constant 
practice, as in the previous year, in translating into French easy 
variations upon the texts read; (3) frequent abstracts, sometimes 
oral and sometimes written, of portions of the text already read ; 
(4) writing French from dictation; (5) continued drill upon the 



rudiments of grammar, with constant application in the construction 
of sentences; (6) mastery of the forms and uses of pronouns, pro- 
nominal adjectives, of all but the rare irregular verb forms, and of 
the simpler uses of the conditional and subjunctive. 

Texts Suggested. 

First Year. 

The number of available grammars and readers is large ; in their 
selection teachers may be guided by their point of view. The follow- 
ing are mentioned as specimens : 

Ghardenal's Complete French Course. (Allyn & Bacon.) 

Fraser and Squair's French Grammar. (Heath.) 

Joynes' Minimum French Grammar. (Holt.) 

Super's French Reader. (Heath.) 

Whitney's French Reader. (Holt.) 

Second Year. 

Suitable texts for the second year are : 

About's Le Roi des Montagues; Bruno's Le Tour de la France; 
Chateaubriand's Le Dernier Abencerage ; Daudet's easy short tales; 
De la Bedolliere's La Mere Michel et Son Chat; Erckmann-Chat- 
rian's stories; Feuillet's Le Roman d'un Jeune Homme Pauvre; 
Foa's Contes Biographiques and Le Petit Robinson de Paris; Foncin's 
Le Pays de France; Labiche and Martin's La Poudre aux Yeiuc and 
Le Voyage de M. Perrichon; Legouve and Labiche's La Cigale ches 
les Fourmis; Malot's Sans Famille; Mairet's La Tache du Petit 
Pierre; Merimee's Colomba; extracts from Michelet ; Sarcey's Le 
Siege de Paris; Verne's Stories. 

THE ELEMENTARY COURSE IN GERMAN. 

First Year. 

During the first year the work should comprise: (1) Careful drill 
upon pronunciation ; the memorizing and frequent repetition of easy 
sentences; (2) drill upon the rudiments of grammar, that is, upon 
the inflections of the articles, of such nouns as belong to every-day 
life, of adjectives, pronouns, weak verbs, and the more usual strong 
verbs, also upon the use of the more common prepositions, the simpler 
uses of the modal auxiliaries, and the elementary rules of syntax 
and word-order; (3) abimdant easy exercises designed not only to 
fix in mind the forms and principles of grammar, but also to culti- 
vate readiness iu reproduction of natural forms of expression ; (4) the 
'reading of from 75 to 100 pages of graduated texts from a reader, 
with constant practice in translating into German easy variations 
upon sentences selected from the reading lesson (the teacher giving 
the English), and in the reproduction from memory of sentences 
previously read. 



34: 

Second Yeas. 

During the second year the work should comprise : ( 1 ) The reading 
of from 150 to 200 pages of literature in the form of easy stories and 
plays; (2) accompanying practice as before in the translation into 
German of easy variations upon the matter read, and also in the off- 
hand reproduction, sometimes orally and sometimes in writing, of the 
substance of short and easy selected passages; (3) continued drill 
upon the rudiments of grammar, directed to the ends of enabling 
the 'pupil, first, to use his knowledge with facility in the formation 
of sentences, and, secondly, to state his knowledge correctly in the 
technical language of the grammar. 

Tenets Suggested, 

The following list contains a portion of the available material 
from which texts may be selected : 

Ball's German Grammar. (Heath.) 

Bierwirth's Beginning German. (Holt.) 

Thomas's Practical German Grammar. (Holt.) 

Thomas & Harvey's German Reader. (Holt.) 

Hewett's German Reader. (Macmillan.) 

Anderson's Marchen and Bilderbuch ohne Bilder; Arnold's Fritz anf 
Ferien; Baumbach's Die Nona and Der Schwiegersohn ; Gerstacker's 
Germelshansen ; Heyse's UArrabbiata, Das Mddchen von Treppi, 
Anfang und Bade; Hiller's Holier als die Eirche; Jensen's Die 
Braune Erica; Leander's Traumereien, and Kleine Gesohichten; 
Seidel's Marchen; Stockl's Vnter dem Christbaum ; Storm's Immensee 
and Geschichten aus der Tonne; Zschokke's Der Zerbrocheuc Krug. 



SCIENCE. 



For reasons well known to all who are familiar with our educa- 
tional conditions the courses in science in our rural high schools 
must of necessity be rather meagre for some years to come. The 
function and educational value of science in all well organized 
courses of study are recognized, but is it not yet. practicable to give 
science studies the place in our schools that their importance war- 
rants. We all realize that this side of our high school work must 
be emphasized more, and an effort made to strengthen and improve 
it as rapidly as teachers trained to do the work can be supplied. 
Principals are urged, therefore, to encourage the trustees of their 
schools to make adequate provision for the teaching of science. 
School officials must be made to see that this phase of school work 
is as important as any other, and that laboratory room and ap- 
paratus are a necessary part of the school's equipment. 

Physics. Special attention should be given to definitions of physi- 
cal terms and the correctness of their use. The use of words is not 
a matter of choice when one is explaining a physical truth or de- 
scribing a physical event. Accuracy of statement should be made a 
matter of first importance ; it is an aid as well as an exponent of 
accurate thinking. 

Inexpensive or even improvised apparatus may be used to great 
advantage in illustrating the simpler laws and principles. The 
knowledge that the student has acquired from observation and ex- 
perience should be utilized, and he should be shown that the principles 
and laws of physics are applicable to and include common, every-day 
occurrences. 

The solution of problems will be found very serviceable in fixing 
the meaning of physical quantities and their relationships, and im- 
pressing upon the student the use and value of the study. 

Agriculture. Whenever the study of agriculture is undertaken in 
the high school a plot of land of sufficient size and fertility for experi- 
ments and demonstration purposes should always be procured in easy 
reach of the school. To obtain land for this purpose will be an 
easy matter in almost all our rural districts. 

Other Subjects. The courses in science are not outlined further in 
detail for the reason that hardly any half-dozen of the schools will 
be able to follow the same course. The principal will have to deter- 
mine by his teaching force and equipment what can be done well 
and attempt only that until better facilities can be provided. 



36 

COURSE IN SCIENCE. 

First Yeak. 

Introduction to Science (3). 

Holden's Real Things in Nature. (Macmillan.) 

Carpenter's Industrial Reader — Foods and Their Uses. (Scrib- 
ner. ) 

Second Year. 

Physical Geography (3). 

Texts Suggested. 
Tarr's New Physical Geography. (Macmillan.) 
Redway's Elementary Physical Geography. (Scribner.) 
Dryer's Lessons in Physical Geography. (American Book Co.) 

Third Year. 

Physics (3), or Commercial Geography (3). 

Text* Suggested. 

( a ) Physics : 

Culler's Physics. ( Lippincott. ) 

Higgins's Lessons in Physics. (Ginn & Co.) 

Hoadley's A Brief Course in Physics. (American Book Co.) 

(b) Commercial Geography: 

Redway's Commercial Geography. (Scribner.) 
Trotter's The Geography of Commerce. (Macmillan.) 

Fourth Year. 

Physics (3), or Agriculture (3), or Botany (3). 

Texts Suggested. 

( a ) Physics : 

Carhart and Chute's High School Physics. (Allyn & Bacon.) 
Gage's Elements of Physics. (Ginn & Co.) 
Nichols's The Outlines of Physics. (Macmillan.) 

( b ) Agriculture : 

Burkett, Stevens & Hill's Agriculture for Beginners. (Ginn 
& Co.) 

Goff & Mayne's First Principles of Agriculture. (American 
Book Co.) 

Jackson & Daugherty's Agriculture through the Laboratory and 
School Garden. (Orange, Judd & Co.) 

Bailey's Principles of Agriculture. (Macmillan.) 

(c) Botany: 

Leavitt's Outlines of Botany. (American Book Co.) 
Andrews's Botany All the Year Round. (American Book Co.) 



COURSES OF STUDY BASED UPON THE UNIT SYSTEM. 



There will doubtless be high school principals who will desire 
more flexible courses of study than those outlined in the earlier part 
of this pamphlet. Therefore, the following courses are suggested. 
If he prefers to do so, the principal may adopt one of these courses 
and then choose the elective work according to the qualifications of 
his teachers or the demands of his community. The 8-unit course 
is for the school having only one high school teacher, the 12-uuit 
course for the school having two teachers, and the lG-unit course for 
schools having two or more teachers. 

In the 16-unit course it will be seen that there are 6 elective units. 
These might be made up of 4 units of Latin and 2 of Greek ; or, 3 
of Latin, 2 of French or German and 1 of Science, English or 
History ; or, 2 of French, 2 of German, and 2 of Science or History ; 
or, the six units might be made up in some other combination of 
this sort. And so may the 2 elective units in the 8-unit course be 
chosen, and the 4 elective units in the 12-unit course. 

SUGGESTED COURSES. 

TWO-YEAR COURSE. 
(8 Units.) 

Required Studies. 

English 2 units. 

Mathematics 2 units. 

History * 1 unit. 

Science 1 unit. 

Elective 2 units. 

THREE-YEAR COURSE. 
(12 Units.) 

Required Studies. 

English 3 units. 

Mathematics 3 units. 

History 1 unit. 

Science 1 unit. 

Elective 4 units. 

FOUR- YEAR COURSE. 
(16 Units.) 

English 3% units. 

Mathematics 3y 2 units. 

History 2 units. 

Science 1 unit. 

Elective 6 units. 



38 
HIGH SCHOOL SUBJECTS. 

AND THEIR TIME ALLOTMENT AND VALUATION UPON THE UNIT BASIS. 

The studies that may be pursued in the foregoing courses are here 
given a valuation based upon the unit system. Both the amount of 
work that may be done in a subject and the time devoted to it are 
indicated, and upon these two things is the unit reckoned. For 
instance, the time to be devoted to 4 books of Caesar is one full 
school year of nine months of 5 forty-minute recitation periods a 
week. If a school gives a full year to this subject but has only 3 
forty-minute periods a week, then the work of that school in Caesar 
will be valued at % of a unit. Or, suppose a class in English 
history meets 5 times a week for the school year of nine months but 
has recitation periods of only thirty minutes each, then the work 
of that class will be valued at % of a unit. Or, again, suppose 
a school devotes 5 forty-minute periods a week to the study of 
Physics but has a term of only six months, then the work of that 
school in Physics will be valued at % of a unit. 

Hence, it will be seen that a unit of work so far as the time 
element is concerned, means 5 forty-minute recitation periods a week 
for a school year of nine months or thirty-six weeks. Upon this 
basis will the public high school work be valued and the Public 
High Schools standardized. 

English. 

Grammar, Composition, and Rhetoric 1 unit. 

Literature for Reading and Practice 1% units. 

Literature for Study and Practice iy 2 units. 

Mathematics. 

Advanced Arithmetic 1 unit. 

Algebra — (a) to Quadratics 1 unit. 

Algebra— (b) Quadratics, Binominal Theorem, and Pro- 
gressions y 2 unit. 

Plane Geometry 1 unit. 

Solid Geometry y 2 unit. 

History. 

Ancient History to 800 A. D 1 unit. 

Mediaeval and Modern History 1 unit. 

English History 1 unit. 

American History and Civics 1 unit. 

Latin. 

Grammar and Composition 1 unit. 

Caesar, 4 Books -. 1 unit. 

Cicero, 6 Orations 1 unit. 

Vergil, 6 Books 1 unit. 



39 

Greek. 

Grammar and Composition 1 unit. 

Xenophon, 4 Books of the Anabasis 1 unit. 

Modern Languages. 

Elementary German 2 units. 

Elementary French 2 units. 

Science. 

Phyisical Geography 1 unit. 

Physics 1 unit. 

Botany 1 unit. 

Chemistry 1 unit. 

Agriculture 1 unit. 

Elementary Zoology % unit. 

Advanced Physiology % unit. 

MUSIC, DRAWING, DOMESTIC SCIENCE, AND MANUAL 
TRAINING. 

Because no place has been provided in the curriculum for these 
subjects it does not mean that their educational value and im- 
portance are not recognized, and that therefore they must be ig- 
nored. Music and Drawing ought to be given in every public school 
in the land. Domestic Science and Manual Training should be in- 
troduced into our rural schools as early as possible. Our cities and 
towns are providing for the teaching of these branches in their 
schools, but our rural schools have not yet been able to follow in 
their lead. Wherever it is possible for a principal to provide the 
necessary equipment, and to secure teachers who can give instruction 
in these subjects, it is earnestly recommended that he do so. The 
State Department of Public Instruction is ready at all times to en- 
courage instruction in these neglected subjects and to render any as- 
sistance that it can in providing for their introduction and in stimu- 
lating a greater interest in them. 



HELPFUL BOOKS FOR HIGH SCHOOL TEACHERS. 



No progressive high school teacher can afford to lag behind his 
fellows in professional preparation. If he is really interested in the 
great business of educating, he will find time, however burdensome 
and exacting his class-room duties may be, to read and study some 
of the masterpieces of educational literature. If he is a thoughtful 
teacher, he will want to know certainly the leading facts of educa- 
tional history and the main outlines of educational theory ; he will 
form some acquaintance with the great educational reformers of the 
past and with the leaders of educational thought of the present; he 
will not be content to remain ignorant of educational conditions 
existing in other countries and in other States of his own country ; 
he will need the help and inspiration that come from a knowledge 
of these things, and without this knowledge he and his classes will 
too often blunder along in darkness when they ought to be walking 
in the light. There is no excuse for the enlightened teacher to-day 
who repeats the mistakes and blunders of the teacher of a century ago. 
It is his imperative duty to keep abreast of the best educational 
thought and practice of his time. This duty he owes to himself, to 
his pupils, and to the State. In order to do this he must become 
well read in educational literature. 

Every high school teacher should begin as early as possible to get 
together for himself a small collection of helpful books. He should 
always have access to several high school texts on each subject in 
addition to those employed for class use. 

The following list is by no means complete. Scores of other 
valuable and helpful books might be included, but it is impossible to 
give the favorites of all teachers, for books differ as do people. 

Books marked with an asterisk are recommended as especially 
helpful. These should be purchased first if the teacher is forming 
a professional library. 

HISTORY OF EDUCATION. 

*Brown's The Making of Our Middle Schools. (Longmans.) 

*Browning's Educational Theories. (A. S. Barnes & Co.) 

Boone's Education in the United States. (Appleton. ) 

Compayre's The History of Pedagogy. (Heath.) 

De Guimps's Pestalozzi, His Life and Work. (Appleton.) 

Davidson's A History of Education. (Scribner. ) 

*Kemp's History of Education. ( Lippincott. ) 

Page's Froebel, The Man and His Work. (Milton Bradley & Co.) 

*Painter's A History of Education — Revised Edition. (Appleton.) 



41 

♦Quick's Educational Reformers. (Appleton.) 
Seeley's History of Education. (American Book Co.) 
Winship's Great American Educators. (American Book Co.) 

THEORY OF EDUCATION. 

Cornenius's The School of Infancy. (Heath.) 

Dewey's The School and Society. (University of Chicago Press.) 

Froebel's The Education of Man. (Appleton.) 

Horace Mann's Lectures on Education. (Lee & Shepard.) 

James's Psychology — Briefer Course. (Holt.) 

Pestalozzi's Leonard and Gertrude. (Heath.) 

*Rousseau's Emile. (Appleton.) 

PRINCIPLES AND METHODS. 

Boyer's Principles and Methods of Teachmg. (Lippincott.) 
♦Bryan's The Basis of Practical Teaching. (Silver.) 
*De Garmo's Principles of Secondary Education. ( Macmillan. ) 
*De Garmo's The Essentials of Method. (Heath.) 
Hamilton's The Recitation. (Lippincott.) 

Home's Psychological Principles of Education. (Macmillan.) 
*Hughes's FroebeVs Educational Laws for all Teachers. (Ap- 
pleton. ) 
*McMurry's The Elements of General Method. (Macmillan.) 
♦McMurry's The Method of the Recitation. (Macmillan.) 
O'Shea's Dynamic Factors in Education. (Macmillan.) 
Page's Theory and Practice of Teaching. (American Book Co.) 
♦Parker's Talks on Pedagogics. (A. S. Barnes & Co.) 
Putnam's A Manual of Pedagogics. (Silver.) 
Roark's Method in Education. (American Book Co.) 
Roark's Psychology in Education. (American Book Co.) 

MANAGEMENT, ADMINISTRATION, AND SUPERVISION. 

Bagley's Class-Room Management. (Macmillan.) 
*Chancellor's Our Schools, Their Administration and Supervision. 
(Heath.) 
*Gilbert's The School and Its Life. (Silver.) 
♦Hughes's Mistakes in Teaching. (A. S. Barnes & Co.) 
McMurry's How to Conduct the Recitation. (A. S. Barnes & Co.) 
White's School Management. (American Book Co.) 

HELPFUL BOOKS ON ENGLISH. 

Bates's Talks on the Writing of English. (Houghton, Mifflin 
& Co.) 

♦Bates's Talks on the Study of Literature. (Houghton, Mifflin 
& Co.) 



42 

*Brooks and Hubbard's Composition Rhetoric. (American Book 
Co.) 
Burt's Literary Landmarks. (Houghton, Mifflin & Co.) 
♦Carpenter, Baxter and Scott's The Teaching of English. (Long- 
mans. ) 
*Cbubb's The Teaching of English. (Macmillan.) 
Colby's Literature and Life in School. (Hougbton, Mifflin & Co.) 
*Heydrick's How to Study Literature. (Hinds & Noble.) 
McMurry's Special Method in the Reading of the English Classics. 
(Macmillan.) 
Scott and Denney's Composition Literature. (Allyn & Bacon.) 
Wbitcomb's The Study of a Novel. (Heatb.) 
Woodward's English in the Schools. (Heatb.) 

GEOGRAPHY. 

Brigbam's Geographic Influences in American History. (Ginn 
& Co.) 
Carpenter's Geographical Readers. (American Book Co.) 
*Guyot's The Earth and Man. (American Book Co.) 
*Parker's How to Study Geography. (Appleton.) 
*Redway's Teacher's Manual of Geography. (Heatb.) 
Redway's Neiv Basis of Geography. (Macmillan.) 

HISTORY AND CIVICS. 

Barnes's Studies in Historical Method. (Heath.) 
*Bourne's The Teaching of History and Civics. (Longmans.) 
Elson's History of the United States — One Vol. Ed. (Macmillan.) 
*Hart's Source Book of American History. (Macmillan.) 
James and Sanford's Go-vernment in State and Nation. (Scrib- 
ner.) 
*Maee's Method in History. (Ginn & Co.) 

*Report of tbe Committee of Seven — History in Schools. (Mac- 
millan.) 

FOREIGN LANGUAGE. 

*Bennett and Bristol's The Teaching of Greek and Latin. (Long- 
mans. ) 

*Report of tbe Committee of Twelve : Modern Languages. 
(Heatb.) 

MATHEMATICS. 

Heatb's Mathematical Monographs. (Heatb.) 

*Smitb's The Teaching of Elementary Mathematics. (Macmillan.) 



43 

MISCELLANEOUS. 

♦Barry's The Hygiene of the School Room. (Silver.) 
Black's The Practice of Self-Culture. (Macmillan.) 
♦Butler's The Meaning of Education. (Macmillan.) 
Clarke's Self -Culture. (J. K. Osgood & Co.) 

Dutton's Social Phases of Education in the School and the Home. 
(Macmillan.) 
Harris's Moral Education in the Public Schools. (Steiger, N. Y.) 
Hughes's Dickens as an Educator. (Appleton.) 
Hoyt's The World's Painters and their Pictures. (Ginn & Co.) 
♦James's Talks on Psychology and Life's Ideals. (Holt.) 
Kern's Among Country Schools. (Ginn & Co.) 
King's School Interests and Duties, (American Book Co.) 
Larned's A Primer of Right and Wrong. (Houghton, Mifflin & Co.) 
♦Raper's Wealth and Welfare. (Macmillan.) 
*Report of the Committee of Ten. (American Book Co.) 
Winship's Horace Mann, Educator. (New England Pub. Co.) 
♦Wilson's Pedagogues and Parents. (Holt.) 
Wray's Jean Mitchell's School. (Public School Pub. Co.) 



BOOKS FOR THE HIGH SCHOOL LIBRARY. 



GENERAL LITERATURE. 

A Id rich — Marjorie Daw. 

Story of a Bad Boy. 
Arnold — Sohrab and Rusturn. 
Bacon — Essays. 

Baldwin — The Story of the Golden Age ( Scribner ) . 
The Story of Siegfried (Scribner). 
The Story of Roland (Scribner). 
Bellamy — Looking Backward. 
Black more — Lorna Doone. 
Bulfinch— The Age of Fable. 
The Age of Chivalry. 
Legends of Charlemagne. 
Bullen — The Cruise of the Cachelot. 
Bulwer (Lord Lytton) -^Last Days of Pompeii. 
Harold. 

Last of the Barons. 
Burns — Poems. 

Burroughs — Sharp Eyes and Other Essays. 
Bun yan — Pilgrim's Progress. 
Bryant — Poems. 
Bryce — The American Commonwealth. 

The Holy Roman Empire. 
Byron — Childe Harold. 
Carlyle — The French Revolution. 

Heroes and Hero Worship. 
Cervantes — Don Quixote. 
Ch archill — Richard Carvel. 
The Crossing. 
The Crisis. 
Cooper — The Pilot. 
The Spy. 
The Deer Slayer. 
The Last of the Mohicans. 
Creasy — Fifteen Decisive Battles. 
Dana— Two Years Before the Mast. 
Dante — The Divine Comedy. 
De Foe — Robinson Crusoe. 

History of the Plague: 
De Quincey — Joan of Arc. 

The Euglish Mail Coach. 
Confessions of an Opium Eater. 



45 



Dickens — Pickwick Papers. 

Old Curiosity Shop. 
David Copperfleld. 
Christmas Stories. 
Dodge — Hans Drinker. 
Doyle — The White Company. 

Drummond — Natural Law in the Spiritual World. 
Dumas — The Count of Monte Cristo. 
Eliot — The Mill on the Floss. 
Silas Marner. 
Adam Dede. 
Emerson — Poems. 
Essays. 

Nature Addresses and Lectures. 
Representative Men. 
Erckmann-Chatriaw — The Conscript. 
Fiske — Old Virginia and Her Neighbors. 
Myths and Mythmakers. 
The War of Independeuce. 
Franklin — Autobiography. 
Gaskell — Cranford. 

Green — A Short History of the English People. 
Hale — A Man Without a Country. 
Harris — Nights With Uncle Remus. 

Told By Uncle Remus. 
Hawthorne — The Scarlet Letter. 
Twice-Told Tales. 
Tanglewood Tales. 
The House of Seven Gables. 
Holmes — Poems. 

The Autocrat of the Breakfast Table. 
Homer — The Odyssey. 

The Iliad. 
Hughes — Tom Brown at Rugby. 
Hugo — Les Miserable*. 

Ninety-Three. 
Irving — The Sketch Book. 
Tales of a Traveler. 
The Alhambra. 
The Life of Goldsmith. 
Keyser — News from the Birds. 
Kingsley — Greek Heroes. 
Westward Ho ! 
Kipling — Captains Courageous. 

Poems. 
Laing — Masterpieces of Latin Literature (Houghton), 



40 



Lamb — Essays of Elia. 

Tales from Shakespeare. 
Lanier — Poems. 
Lee, R. .E/.— Life. 
Londmi— The Call of the Wild. 
Longfellow — Poems. 

Evangeline. 

The Song of Hiawatha. 
The Courtship of Miles Standish. 
Tales of a Wayside Inn. 
Lowell — Poems. 

The Vision of Sir Launfal. 
Mabie — The Life of the Spirit. 

My Study Fire (First and Second Series). 
Books and Culture. 
Parables of Life. 
Maca uhni — Literary Essays. 

Lays of Ancient Rome. 
McCarthy — A Short History of Our Own Times. 
Milton — Paradise Lost. 
Mims — Sidney Lanier (Scribner). 
Mitchell, D. G. — Dream Life. 

Reveries of a Bachelor. 
Mitchell, S. W.— Hugh Wynne. 
Mumger — On the Threshold. 
Page — In Ole Virginia. 

Two Little Confederates. 
Parkman — The Oregon Trail. 
Plutarch — Lives of Illustrious Men. 
Poe — Poems. 

Prose Tales. 
Porter — Scottish Chiefs. 

Thaddeus of Warsaw. 
Prescott — The Conquest of Mexico. 

The Conquest of Peru. 
Ruskin — The Crown of Wild Olive. 
Sesame and Lilies. 
King of the Golden River. 
The Queen of the Air. 
Scott — The Lady of the Lake. 
Quentin Durward. 
Kenilworth. 
Ivanhoe. 

Tales of a Grandfather. 
Scudder — Masterpieces of American Literature (Houghton). 
Masterpieces of British Literature (Houghton). 



47 

Scton-Thompson — Wild Animals I Have Known. 

Lives of the Hunted. 
Serviss — The Moon. 

Seven British Classics (American Book Co.). 
Smiles — Character. 
Self-Help. 
Smith — Training for Citizenship (Longmans). 
Spencer — Data of Ethics. 

Education. 
Stevenson — Treasure Island. 

Kidnapped. 

The Dark Arrow. 

Dr. Jekyl and Mr. Hyde. 

The Master of Ballantrse. 
Sue — The Wandering Jew. 
Sivift — Gulliver's Travels. 
Tennyson — Poems. 

The Princess. 
Morte d'Arthur. 

Enoch Arden. 
Thackery — Henry Esmond. 

The Virginians. 
Tvmrod — Poems. 
Thoreau — Walden. 

Trent — Southern Writers (Macmillan). 
Twain, Mark — Tom Sawyer. 

Huckleberry Finn. 
Van Dyke — Blue Flower. 

Little Rivers. 
1 ergil — The Aeneid. 
Wallace — Ben Hur. 
Wagner — The Simple Life. 
117/ ittier — Poems. 

Snowbound. 
Songs of Labor. 
Wilson— The Story of the Cid (Lothrop). 
Wiggin, K. D. — Rebecca of Sunnybrook Farm. 
Wright — Seaside and Wayside, Bk. 4. (Heath). 
Wright, J. II. — Masterpieces of Greek Literature (Houghton). 



Principals should endeavor to add to the high school library as 
many as possible of the foregoing list of books. They should also 
try to secure for every school an unabridged dictionary, a good 
encyclopedia, and other works of reference. 



RULES AND REGULATIONS. 



These rules and regulations were adopted by the State Board 
of Education for the establishment and operation of public high 
schools, and for the distribution of the State appropriation for 
the maintenance of such schools, april 17, 1907. 

LOCATION OF SCHOOLS. 

1. Application for a public high school must be made to the Couuty 
Board of Education, through the County Superintendent. The school 
or schools must be located by the County Board of Education, after 
due consideration of the desirability, convenience, and accessibility 
of the location to those entitled to the benefits of the school, and of 
the financial inducements offered by competing places. 

2. The County Superintendent shall notify the State Superintend- 
ent of Public Instruction of the application, and later of the location 
selected by the county board for the schools ; and the State Superin- 
tendent shall cause the same to be inspected, if he deems it necessary, 
as directed in section 4 of the act, and submit the report of the in- 
spector to the State Board of Education for approval of the school 
and location. 

3. No public high school shall be established in a town of more 
than twelve hundred inhabitants, nor in connection with any school 
that has less than three teachers, including one high school teacher. 
In every such school at least five months' instruction in all branches 
of study required to be taught in the public schools shall first be 
provided. 

COURSE OF STUDY AND CLASSIFICATION OF SCHOOLS. 

1. The course of study shall be that prescribed by the State Super- 
intendent of Public Instruction. It will be issued in pamphlet forin 
for distribution. 

2. The public high schools shall be divided into two classes : 

a. Those receiving from all sources for high school instruction not 
less than $1,000 shall be First Grade High Schools. 

6. Those receiving from all sources for high school instruction not 
less than $500 and not more than $1,000 shall be Second Grade High 
Schools. 

3. First Grade High Schools must provide not less than two years 
nor more than four years of the prescribed high school course of 
study, and must maintain an average daily attendance of not less 
than twenty pupils. 

4. Second Grade High Schools must provide not less than one year 
nor more than two years of the prescribed course of study, and must 



49 

maintain an average daily attendance of not less than ten pupils. 
Upon recommendation of the County Superintendent and the High 
School Inspector, such schools may by permission of the State Super- 
intendent of Public Instruction extend their course of study to three 
years. 

5. The term of every public high school receiving aid under this 
act must be not less than twenty-eight weeks. 

THOSE ENTITLED TO THE BENEFITS OF THE PUBLIC 
HIGH SCHOOLS. 

1. EVery First Grade High School shall be open, without tuition, 
to all children and all public school teachers of the county of suffi- 
cient preparation to enter. 

2. If there be but one public high school established in a county, 
whether it be first grade or second grade, upon order of the County 
Board of Education it shall be open, without tuition, to all children 
and public school teachers of the township or county of sufficient 
preparation to enter. 

3. If there be more than one First Grade or Second Grade High 
School in a county, the territory to each may be limited and assigned 
by the County Board of Education. 

REQUIREMENTS FOR ADMISSION. 

Pupils who have satisfactorily completed the course of study pre- 
scribed for the first seven grades or years in the elementary public 
schools, or an equivalent course of study, may be admitted to any 
public high school upon certificates signed by their teachers and 
countersigned by the County Superintendent, or upon prescribed 
examination on those subjects, according to the discretion of the 
principal of the high school. 

APPORTIONMENT OF THE STATE HIGH SCHOOL FUND. 

1. On August 1. 1907, the first apportionment of the State high 
school fund will be made as follows : 

Counties having one member of the House of Representatives will 
be entitled to receive not more than $500 for the establishment of 
one or two schools ; counties having two members, not more than 
$750 for the establishment of two or three schools ; cou*nties having 
three members, not more than $1,000 for the establishment of two, 
three or four schools. If on that date the applications on file exceed 
the appropriation, they shall be scaled in proportion to the represen- 
tation of each county in the House of Representatives. In the ap- 
portionment the establishment of First Grade High Schools will be 
encouraged. Every county ought to have at least one First Grade 
school. 



50 

2. After August 1, 1907, the balance of the State high school fund 
will be available to such counties as shall legally apply for it before 
November 15, 1907. Application from counties not having previously 
received any part of the appropriation will be given preference ; and 
if any balance then remains, it will be apportioned among the other 
counties having on file applications, as nearly as may be in propor- 
tion to the representation of each county in the House of Represen- 
tatives. 

FUNDS TO BE PROVIDED BY COUNTY, TOWNSHIP, 
OR DISTRICT. 

1. The township, or school district must provide for each public 
high school established therein an amount at least equal to that 
contributed by the State, in no case less than $250. 

2. In counties receiving aid from the second hundred thousand 
dollars for a four months' school term, no part of the county school 
fund shall be used for the establishment of any public high school. 
In such counties, the local funds for these high schools must be raised 
by private subscription or by special taxation in the township or 
school district, as provided in sections 4113, 4114, or 4115, of the 
Public School Law. 

3. In other counties, the township or school district in which the 
high school is located shall raise annually by special taxation, or by 
private subscription, at least as much as the amount received from 
the State for high school instruction ; and the County Board of 
Education shall appropriate from the county fund a sum equal to 
that raised by the township or district, not to exceed $500. 

4. All funds thus provided must be used exclusively for high school 
instruction and paid out separately for that purpose as directed by 
law. 

CONTRACTS FOR HIGH SCHOOL INSTRUCTION IN PUBLIC 
OR GRADED SCHOOLS. 

1. Part of the funds available for high school instruction in any 
county may, in the discretion of the County Board of Education, be 
used, as directed in section 9 of the law, by contract with the com- 
mittee or trustees of any public or graded school wherein high 
school branches are already taught. Such contracts must provide 
for the admission to such schools of students and public school teach- 
ers of the township or county in the high school grades and for 
the payment of tuition of such who attend from outside the limits of 
such school district, at a rate of tuition not to exceed $2 per school 
month for each pupil. Under section G of the law contracts can be 
made with the trustees or committee of one existing public high 
school of the county to admit to the high school grades thereof all 
public school teachers and children of the county at such rate of 
tuition for each as may be agreed upon. Only one-half of such 



51 

tuition, however, can be paid out of the State appropriation, and 
the maximum available for this purpose to any county shall not ex- 
ceed the maximum amount heretofore fixed for the counties in the 
apportionment of the State fund. In counties receiving aid from the 
second hundred thousand dollars, the other half of such tuition shall 
be provided by district or township taxation, or by private donation ; 
and in other counties at least one-half of this amount must be 
provided by township or district taxation, or private donation, and 
the other half may be provided out of the general school fund. Such 
contracts may be made with graded schools in towns of more than 
twelve hundred inhabitants, as well as smaller towns. Such con- 
tracts may include free tuition for all children and public school 
teachers of the entire county, or may be limited to one or more town- 
ships of the county. If, however, all the money available for high 
school instruction is used in connection with one such school, then 
the high school grades of that school must be open, without tuition, 
to all children and teachers of the entire county. 

2. The high school course of study in such schools must either 
conform to the prescribed course or must be approved by the State 
Superintendent of Public Instruction. 

INSPECTION. 

All public high schools aided under this act shall be subject to 
such inspection as may be directed by the State Superintendent of 
Public Instruction, and shall make such reports as shall be required 
by him. 



PUBLIC HIGH SCHOOL LAW. 



AN ACT TO STIMULATE HIGH SCHOOL INSTRUCTION IN 
THE PUBLIC SCHOOLS OF THE STATE AND TEACHER 
TRAINING. 

The General Assembly of North Carolina do enact: 

HIGH SCHOOLS MAY BE MAINTAINED NOT LESS THAN FIVE 
MONTHS ANNUALLY. 

Section 1. With the consent of the State Board of Education, 
the County Board of Education in any county may, in its discre- 
tion, establish and maintain, for a term of not less than five school 
months in each school year, one or more public high schools for the 
county at such place or places as shall be most convenient for the 
pupils entitled to attend and most conducive to the purposes of said 
school or schools. 

HIGH SCHOOL COMMITTEE TO CONSIST OF THREE PERSONS. 

Sec. 2. For each public high school established under this act a 
committee of three persons shall be appointed by the County Board 

of Education, who shall be known as the School Committee of 

Public High School of County. The powers, 

duties and qualifications of said committeemen shall be similar to 
those of other public school committeemen. They shall be appointed 
as follows : one for a term of two years, one for a term of four 
years, and one for a term of six years ; and at the expiration of the 
term of any committeeman his successor shall be appointed for a term 
of six years : Provided, that in case of death or resignation of any 
committeeman, his successor shall be appointed for the unexpired 
term only. Within two weeks after appointment the committee shall 
meet and elect a chairman and a secretary and enter upon the per- 
formance of its duties. 

RULES, REGULATIONS, AND COURSE OF STUDY. 

Sec. 3. All public high schools established and maintained under 
the provisions of this act shall be operated by the County Board 
of Education under such general rules and regulations as may be 
prescribed by the State Board of Education. The courses of study 
for such high schools and the requirements for admission to them 
shall be prescribed by the State Superintendent of Public Instruction. 

INSPECTION, CERTIFICATES, AND MINIMUM SALARY OF TEACHERS. 

Sec. 4. It shall be the duty of the County Board of Education 
to locate all high schools established under this act, to furnish the 



53 

State Superintendent of Public Instruction with such information 
relative to said schools as he may require and to make such local 
rules and regulations for the conduct of said schools as may be 
necessary: Provided, that before any State funds shall be appro- 
priated for the support of any public high school, the State Super- 
intendent of Public Instruction shall cause the same to be inspected 
by some competent person to see that suitable arrangements have 
been made for giving high school instruction and to enable said 
school to conform to all the requirements of this act and to the 
rules and regulations of the State Board of Education : Provided 
further, that no one shall teach in any public high school that receives 
State funds under this act who does not hold a high school teacher's 
certificate from the State Superintendent of Public Instruction, who 
shall have power to prescribe a standard of scholarship and examina- 
tion for same: Provided further, that no one shall be employed 
as teacher in such high school without the approval and recommenda- 
tion of the County Superintendent. The minimum salary of any 
public high school teacher holding such certificate and employed as 
high school teacher in such high school shall be forty dollars per 
school mouth. 

HIGH SCHOOLS AIDED MUST HAVE THREE TEACHERS. 

Sec. 5. Before any high school shall be established under the pro- 
visions of this act, the committee or committees establishing such 
school shall first provide for thorough instruction, for at least five 
months in each school year, in all branches of study required to be 
taught in the public schools of the State ; and no school shall be 
entitled to the benefit of this act in which less than three teachers 
are employed. 

[Each school must have at least two teachers in addition to the 
high school teacher.] 

ARRANGEMENT FOR FREE TUITION IN HIGH SCHOOLS 
ALREADY ESTABLISHED. 

Sec. 6. The County Board of Education of any county may enter 
into an agreement with the board of trustees, or the committee of one 
public high school of the county, to permit all children of said county 
of school age who are prepared to enter such high school, and all 
public school teachers of said county desiring high school instruction, 
to attend such school free, the rate of tuition for each pupil in each 
high school grade to be fixed by agreement with said County Board 
of Education, and paid as follows : one-half out of a fund set aside 
by the County Board of Education from the county school fund for 
that purpose, and one-half out of the special State appropriation 
hereinafter provided, under such rules as the State Board of Educa- 
tion may prescribe: Provided, that the sum apportioned by the 
County Board of Education for this purpose shall not exceed five 



54 

hundred dollars and the sum apportioned by the State Board of 
Education for the same purpose shall not exceed that apportioned by 
the County Board of Education: Provided further, that the course 
of study in such high school shall be approved by the State Superin- 
tendent of Public Instruction. 

CONDITIONS OF STATE AID. 

Sec. 7. The County Superintendent of schools in any county in 
which said public high school or high schools shall be established 
shall give due notice of the same to the State Board of Education 
before any State funds shall be appropriated for the support of said 
school or schools. And when the County Treasurer of any county 
shall certify to the State Superintendent of Public Instruction that 
as much as two hundred and fifty dollars has been placed to the 
credit of any public high school established and inspected as provided 
for in this act, thereupon a State warrant shall be issued upon re- 
quisition of the State Superintendent of Public Instruction for two 
hundred and fifty dollars and sent to the Treasurer of the county in 
which such high school is located, to be placed to the credit of said 
high school, and paid out exclusively for the support of said high 
school on the warrant of the high school committee, approved by the 
County Superintendent of Schools. The Treasurer of each county in 
which such public high school or schools shall be established shall 
keep a separate account of the public high school fund, and at the 
end of each school year he shall make to the State Superintendent 
of Public Instruction aud to the County Hoard of Education a report 
of all receipts and disbursements of said fund. 

MAXIMUM STATE AID $500, AND .NUMBER OF SCHOOLS AIDED IN ONE 
I OUNTY LIMITED TO FOUR. 

Sec. 8. If a larger amount than two hundred and fifty dollars be 
provided by taxation, or by private donation, or by local appropria- 
tion, or otherwise, for the support of any public high school estab- 
lished and maintained under the provisions of this act, then the State 
shall contribute a like amount: Provided, that the State shall not 
contribute more than five hundred dollars in any one school year 
for the support of any one high school: Provided further, that not 
more than four. public high schools in any one county shall be entitled 
under the provisions of this act to receive State funds. 

NO SCHOOLS AIDED IN TOWNS OF MORE THAN 1,200. 

Sec. 9. High schools may not be established under this act in 
towns of more than twelve hundred inhabitants. Contracts, how- 
ever, may be made between the County Board of Education and the 
committee or trustees of any public or graded school wherein high 
school branches are taught. Such contract shall provide for the ad- 



55 

mission to such school of students in high school grades, and of public 
school teachers of any township, townships, or of the county, and for 
the payment of tuition by the County Board of Education for teach- 
ers and children so attending from outside the limits of said school 
district, and the tuition in no case to exceed two dollars per month. 
Upon the making and approval of such contract and the deposit 
with the County Treasurer of an amount sufficient to pay one-half of 
the amount estimated to be necessary for such purpose, either by di- 
rect appropriation by the County Board of Education from a fund set 
aside for that purpose or by private donation, then upon proper 
certification of such facts, a State warrant shall be issued for an equal 
amount payable to the County Treasurer upon requisition of the State 
Superintendent of Public Instruction : Provided, that no aid may be 
given by the State in cases where under the contract less than one 
hundred dollars is needed to pay the tuition, and that the State may 
not in any case be called on for more than five hundred dollars : 
Provided further, that the course of study of such school shall be 
submitted to the State Superintendent of Public Instruction and ap- 
proved by him. 

SUM OF $50,000 ANNUALLY APPROPRIATED. 

Sec. 10. The sum of fifty thousand dollars, or so much thereof as 
may be necessary, is hereby annually appropriated for the purposes 
of high school instruction and teacher training provided for in this 
act. The State Board of Education shall have the power to fix such 
rules and regulations in accordance with the provisions of this act 
as may be necessary for the proper distribution of this fund. 

TEACHER-TRAINING SCHOOL TO I5E ESTABLISHED. 

Sec 11. That there shall be established and maintained at some 
suitable point in eastern North Carolina a Teachers' Training School 
for the training of young white men and women, under the corporate 
name of the East Carolina Teachers' Training School. 

LOCATION OF TRAINING SCHOOL BY STATE BOARD. 

Sec. 12. That said school shall be located by the State Board of 
Education at such point in eastern North Carolina as they may 
deem proper, and shall be located in or near that town offering the 
largest financial aid, having due regard to desirability and suitability 
for the location of said school. 

PURPOSE OF TRAINING SCHOOL AND COURSE OF STl l)Y. 

Sec. 13. That the object in establishing and maintaining said school 
shall be to give to young white men and women such education and 
training as shall fit and qualify them for teaching in the public 
schools of North Carolina. And the board of trustees hereinafter 



56 

provided for, in prescribing the course of study of said school, shall 
lay special emphasis on those subjects taught in the public schools 
of the State, and on the art and science of teaching. And in no event 
shall they prescribe a curriculum beyond that which would tit and 
prepare a student for unconditional entrance into the freshman class 
of the University of North Carolina. 

TUITION FREE TO PROSPECTIVE TEACHERS. 

Sec 14. That tuition in said school shall be free to those who 
siguify their intention to teach for such time and upon such conditions 
as may be prescribed by the board of trustees, and the board of 
trustees upon the recommendation of the faculty shall give those 
students in said school who have completed the required course a 
certificate of proficiency in the work done. 

MANAGEMENT OF TRAINING SCHOOL. 

Sec. 15. That said school shall be managed by a board of trustees 
consisting of nine persons, together with the State Superintendent 
of Public Instruction, as chairman, ex officio, said trustees to be ap- 
pointed by the State Board of Education: Provided, that two mem- 
bers of the said board shall be selected from the First Congressional 
District, two from the Second, two from the Third, two from the 
Fourth, and one from the Sixth, whose terms of office shall be six 
years: Provided further, that of the trustees first elected three shall 
hold office for two years, three for four years, and three for six years. 
Said term of office to begin on the fifteenth day of March, one thou- 
sand nine hundred and seven. That the State Board of Education 
shall appoint trustees for the full term of six years upon the expira- 
tion of the term of office of any member of this board ; vacancies 
occurring by death or resignation of any member of this board shall 
be filled by appointment of the State Board of Education for the 
unexpired term. All trustees shall take oath to perform faithfully 
their duties as required by this act, and shall hold office until their 
successors have been appointed and qualified. The board of trustees 
shall report biennially to the Governor before the meeting of each 
General Assembly the operation and condition of said school. 

POWERS OF TRUSTEES. 

Sec. 16. That said board of trustees above provided for, upon its 
election and qualification, shall be and become a body corporate and 
politic, with all the powers usually conferred upon such bodies and 
necessary to enable it to acquire and hold property, manage and 
conduct said school, and do all other things necessary for the carry- 
ing out of the provisions and purposes of this act. 

Sec. 17. That as soon as said school shall have been located by the 
State Board of Education, and the trustees herein provided for shall 



have qualified, the chairman shall call a meeting of said trustees 
for the purpose of organizing said board as soon as practicable. 
After said organization the said trustees shall proceed to build and 
equip the necessary buildings for said school and shall make such 
rules and regulations for the government of said school as they may 
deem proper: Provided, that no rules shall be made that would dis- 
criminate against any county in favor of another in the admission 
of pupils into said school. 

AMOUNT OF STATE AID AND LOCAL AID FOB BUILDINGS AND SITE. 

Sec 18. That the sum of fifteen thousand dollars ($15,000) be and 
I he same is hereby appropriated, to be paid from any fund in the 
hands of the -State Treasurer not otherwise appropriated, for the 
purpose of aiding in erecting and equipping the buildings for said 
school, one-half of said sum to be paid in one thousand nine hundred 
and seven and one-half in one thousand nine hundred and eight: 
Provided, that the town or community in which said school is located 
shall contribute the sum of not less than twenty-five thousand dollars 
($25,000) toward the construction and equipment of said buildings, 
and the title to said buildings shall lie in and held by the State 
Board of Education. 

STATE AID FOR SUPPORT OF TEAINING SCHOOL. 

Sec. 19. When it shall be certified to the State Board of Education 
by the trustees that said buildings of said school are completed and 
ready to be occupied, the sum of five thousand dollars ($5,000) 
annually shall be and the same is hereby appropriated for the pur- 
pose of maintaining said school, to be paid out of the special appro- 
priation of fifty thousand dollars ($50,000) herein appropriated for 
high school instruction and teacher training. 

Sec. 20. That this act shall be in force from and after its ratifi- 
cation. 

In the General Assembly read three times, and ratified this the 
8th day of March. A. D. 1907. 



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